Learning Modules

Introduction:

This module introduces educators and instructional designers to foundational concepts of e-learning, including its definition, historical evolution, learning modalities, instructional design frameworks, and implementation considerations.

Introduction to E-Learning Concepts for Educators and Instructional Designers - Video 1

Instructional design is a rapidly growing field focused on creating effective learning experiences and resources. It draws from various disciplines, including learning science, human-computer interaction, and educational psychology. Instructional designers work in diverse settings, such as corporate, education, and entrepreneurial environments, to bridge knowledge and skill gaps. They follow processes like the ADDIE model, which includes analysis, design, development, implementation, and evaluation. Key skills for instructional designers include applying learning theories, writing, development, visual design, communication, and problem-solving.

Introduction to E-Learning Concepts for Educators and Instructional Designers - Video 2

The video emphasizes the importance of developing instructional design skills to enhance job opportunities and impact. It covers various instructional design models, theories, and principles typically taught in a Master's program, including ADDIE, SAM, Dick and Carey, and design thinking. The video also discusses learning theories such as behaviorism, constructivism, cognitivism, and connectivism, and highlights the significance of understanding how people learn. Additionally, it touches on the importance of writing measurable learning objectives, evaluating learning programs using models like Kirkpatrick's, and applying principles like chunking, scaffolding, and self-directed learning. The video concludes with book recommendations and advice on additional skills and courses for aspiring instructional designers.

Content:

• Define e-learning and trace its historical evolution: E-learning refers to learning facilitated by electronic technologies and digital media. Key historical points include early computer-based training in the 1960s, adoption of the internet in the 1990s, emergence of learning management systems in the 2000s, and recent trends such as MOOCs and mobile learning.
• Distinguish between synchronous and asynchronous learning modalities: Synchronous learning occurs in real time with live interaction (e.g., webinars, live chats). Asynchronous learning happens on demand without real-time interaction (e.g., recorded lectures, discussion boards). Key differences include scheduling requirements, immediacy of feedback, and degree of learner flexibility.
• Compare and contrast instructional design models for online contexts: Instructional design models structure course development. The ADDIE model follows five phases: Analysis, Design, Development, Implementation, and Evaluation. The SAM model emphasizes iterative, rapid prototyping and stakeholder collaboration. Compare linear versus iterative approaches, time to delivery, and stakeholder involvement.
• Evaluate the pros and cons of e-learning implementations: Advantages of e-learning include flexibility, scalability, and cost efficiency. Disadvantages can be reduced social interaction, technical challenges, and variable learner motivation. Evaluation criteria include learner engagement, learning outcomes, accessibility, and return on investment.

Examples:

• Implementing Asynchronous Learning in a Global Corporation (A multinational corporation trains its globally distributed workforce on compliance topics without requiring simultaneous participation.):
  1. Conduct a needs analysis to identify compliance training requirements across regions.
  2. Select a learning management system that supports 24/7 access and tracking.
  3. Develop self-paced modules with video lectures, readings, and quizzes.
  4. Set up discussion forums for peer interaction and clarifications.
  5. Assess learner progress with online assessments and generate compliance reports.
  Concepts: Asynchronous learning, Learner flexibility, Self-paced modules, Discussion forums
• Applying the ADDIE Model to Develop an Online Math Course (An instructional design team collaborates with subject-matter experts to create an online introductory algebra course for high school students.):
  1. Analysis phase: Survey students and teachers to determine learning gaps and technology constraints.
  2. Design phase: Outline course objectives, content modules, and assessment strategies.
  3. Development phase: Create multimedia lessons, interactive exercises, and downloadable resources.
  4. Implementation phase: Launch a pilot version in the LMS and onboard instructors.
  5. Evaluation phase: Collect learner feedback, measure outcomes, and iterate improvements.
  Concepts: ADDIE model, Instructional design, Iterative development, Stakeholder collaboration

Visuals:

• Timeline of E-Learning Evolution (timeline):
  • The timeline traces the evolution of e-learning technologies over seven decades, beginning in the 1960s and moving to the present 2020s.
  • 1960s – Computer-Based Training (CBT): Early experiments with teaching programs on mainframe and minicomputers, laying the groundwork for digital instruction.
  • 1972 – PLATO System: One of the first networked learning environments, offering interactive lessons, discussion forums, and real-time chat on a university platform.
  • 1980s – Multimedia CD-ROM Courses: The introduction of high-capacity optical discs allowed richly illustrated, audio-enhanced courseware distributed offline.
  • 1990s – Web-Based Learning: As the Internet became public, courses migrated online, enabling anytime, anywhere access to instructional materials and basic interactivity.
  • 2000s – Learning Management Systems (LMS): Comprehensive platforms emerged to host, track, and manage courses for schools and corporations, centralizing registration, content delivery, and progress monitoring.
  • 2010s – Massive Open Online Courses (MOOCs): Open platforms offered free or low-cost classes from top universities to unlimited audiences, emphasizing scalability and community learning.
  • 2020s – Mobile and Microlearning Platforms: Learning shifts toward bite-sized modules optimized for smartphones and tablets, enabling on-the-go, highly personalized study experiences.
  
  
• Synchronous vs Asynchronous Modalities Venn Diagram (Venn diagram):
  • The Venn diagram compares communication or learning methods that happen in real time (“Synchronous”), those that don’t require participants to be present at the same moment (“Asynchronous”), and those that can function in either mode (“Overlap”).
  • Synchronous-only (4 items): These are strictly live-time interactions. Examples include live video conferences, real-time group chats, in-person lectures, and live classroom discussions where everyone is present simultaneously.
  • Asynchronous-only (4 items): These occur at each person’s convenience without needing everyone together. Examples are pre-recorded lectures or tutorials, email exchanges, discussion board posts, and self-paced e-learning modules.
  • Overlap (6 items): These tools or formats can operate both synchronously or asynchronously. For example, instant messaging apps (you can chat live or leave messages), video content that’s streamed live and also made available later on-demand, collaborative documents that users edit together in real time or at different times, and platforms like Slack or Teams that support real-time calls and persistent message threads.
  
  
• Instructional Design Models Comparison Infographic (infographic):
  • The infographic kicks off by spotlighting two popular instructional design frameworks—ADDIE and SAM—each laid out with its unique steps and standout features.
  • Under ADDIE, you journey through a classic five-phase process: Analysis, Design, Development, Implementation, and Evaluation—presented in a neat, linear sequence.
  • SAM, by contrast, is depicted as a nimble, collaborative model centered on rapid prototyping, inviting stakeholders into an ongoing feedback loop.
  • A side-by-side chart drives home the differences: ADDIE follows a straight-line approach with longer delivery times and minimal stakeholder involvement, whereas SAM’s iterative cycles deliver faster results and high collaboration.
  
  
• E-Learning Evaluation Template (template):
  • This E-Learning Evaluation Template is like a trusty roadmap for anyone wanting to size up online courses or platforms with confidence.
  • It highlights the bright side of e-learning—think fitting lessons around your schedule, delivering content at scale, weaving in interactive multimedia, and letting you learn from any corner of the globe.
  • On the flip side, it gently warns about the challenges of fewer face-to-face chats, the need for strong self-discipline, and the occasional technical hiccup that can throw a wrench in your study session.
  • To keep things fair and balanced, it lays out five clear evaluation checkpoints—course quality, how engaged learners feel, the platform’s overall usability, the robustness of assessment methods, and the level of technical support available.
  • All in all, this template turns the sometimes-overwhelming task of judging e-learning options into a lighthearted yet structured process, so you can make informed choices without breaking a sweat.
  
  
• Online Instruction Components (flowchart):
  • The flowchart presents a structured six-step process for online instruction, starting with defining clear learning objectives and ending with assessment.
  • Step 1: Objectives – Establish the goals and desired outcomes of the course, guiding every subsequent decision in the design.
  • Step 2: Course Design – Translate objectives into a course framework by determining the course title and providing an overview.
  • Step 3: Content Delivery – Decide on the delivery format (e.g., video, readings) and set the duration for each module or session.
  • Step 4: Interaction Activities – Plan interactive elements by selecting appropriate tools (e.g., discussion boards, live chats) and identifying participants’ roles.
  • Step 5: Feedback – Establish feedback mechanisms, specifying sources (peer, instructor, self) and the frequency of feedback loops.
  • Step 6: Assessment – Define assessment types (quizzes, projects) and set scoring criteria to measure achievement of objectives.
  • Overall Flow – Each stage leads logically to the next, ensuring alignment between objectives, course structure, delivery, engagement, feedback, and evaluation.
  
  

Summary:

• Define e-learning clearly by its key characteristics and technological underpinnings.
• Choose appropriate synchronous or asynchronous modalities based on learner needs and context.
• Select and adapt instructional design models (e.g., ADDIE, SAM) to online course development.
• Evaluate e-learning initiatives by weighing advantages and disadvantages against program goals.

Exam Preparation:

• Review the timeline of e-learning history (15 minutes).
• Complete a self-assessment quiz on synchronous vs asynchronous modalities (10 minutes).
• Draft a comparison chart of ADDIE and SAM models (20 minutes).
• List two advantages and two disadvantages of an e-learning implementation in a short reflection (15 minutes).

Storyboard:

Storyboard


Step	Learning Objective	In-Class Activity	Online Activity	Materials/Media	Assessment/Check	Notes
1	Introduce course scope and objectives	Facilitator-led overview of module goals and icebreaker polling participants’ familiarity with e-learning	Watch YouTube Video 1 and post one takeaway in the LMS discussion board	Slides, polling tool, YouTube Video 1, LMS discussion board	Review poll results and discussion posts for engagement	Allocate 10 min for polling and 15 min for video + posts; ensure captions enabled
2	Define e-learning and trace its historical evolution	Group timeline activity: arrange printed timeline cards (1960s–2020s) on wall	Complete interactive timeline matching activity in the LMS	Timeline of E-Learning Evolution visual, printed cards, LMS timeline tool	Correct placement of at least five key events in class; LMS activity score ≥ 80%	Divide into groups of four; provide guiding questions
3	Distinguish between synchronous and asynchronous learning modalities	Small-group Venn diagram exercise classifying real-world examples	Self-assessment quiz on modalities and post an example of each in discussion board	Synchronous vs Asynchronous Venn Diagram visual, online quiz, discussion board	Completion and accuracy of in-class Venn entries; quiz score ≥ 80%; peer review of posts	Encourage sharing of participants’ own contexts
4	Compare and contrast ADDIE and SAM instructional design models	Jigsaw activity: subgroups analyze ADDIE or SAM using infographic, then teach peers	Draft comparison chart in a shared online document and provide peer feedback	Instructional Design Models Comparison Infographic, collaborative document tool	Checklist of model elements covered during peer teaching; feedback submissions	Limit subgroup prep to 10 min; ensure equitable participation
5	Evaluate the pros and cons of e-learning implementations	Structured debate: teams argue advantages versus disadvantages using the evaluation template	Reflective journal entry listing two pros and two cons with evaluation criteria	E-Learning Evaluation Template, debate guidelines, LMS journal tool	Debate rubric scores; reflective journal aligned to rubric	Assign roles (timekeeper, presenter); allow 15 min prep
6	Apply foundational concepts to real-world e-learning scenarios	Teams design a mini e-learning outline for either the global corporation or math course case study	Develop a detailed module plan in LMS and share for peer review	Case study handouts, ADDIE template, LMS project area	Rubric-based evaluation of outline completeness and concept alignment	Provide both case studies; instructor circulates to coach teams
7	Summarize key takeaways and prepare for module assessment	Facilitated debrief of summary items and open Q&A	Complete module recap quiz and exam preparation activities in LMS	Summary slides, online quiz, exam prep checklist	Recap quiz score ≥ 80%; submission of exam prep checklist	Encourage use of summary sheet; remind learners of upcoming summative quiz

Introduction:

This module titled "Instructional Design Principles" introduces foundational frameworks and practices for creating effective online learning experiences. Participants will explore the ADDIE model, develop learner personas, and draft aligned module-level outcomes to ensure instructional coherence.

Instructional Design Principles ADDIE Model Online Learning - Video 1

The ADDIE model is a foundational framework in instructional design, consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. Analysis involves understanding the problem, audience, and potential solutions, often starting with a needs assessment to determine if training is necessary. Design focuses on creating learning objectives and instructional materials based on analysis findings. Development involves transforming design documents into final learning products using tools like Storyline or Captivate. Implementation is the delivery of the learning experience, often through a learning management system, while Evaluation assesses the effectiveness of the training using models like Kirkpatrick's. Despite its importance, the analysis and evaluation phases are often overlooked in favor of design and development in modern instructional design roles.

Instructional Design Principles ADDIE Model Online Learning - Video 2

The video provides an overview of the ADDIE model, a popular framework for instructional design used across various sectors like education, corporate, and government. ADDIE consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Each stage involves specific activities, such as identifying training needs, creating learning objectives, developing content, and delivering training. Evaluation is ongoing, with formative evaluation occurring throughout the process and summative evaluation assessing the training's outcomes. The stages are interconnected and adaptable, allowing for adjustments based on project needs.

Content:

• Explain the ADDIE model and other online design frameworks: Define the ADDIE model and its five phases: Analysis (assessing needs and context), Design (planning instructional strategies and materials), Development (creating content and resources), Implementation (delivering the instruction), and Evaluation (measuring effectiveness and outcomes). Compare with alternative frameworks such as SAM (Successive Approximation Model) and the Dick & Carey model to highlight strengths, iterative processes, and suitability for different project scopes.
• Identify learner personas and articulate learning objectives: Define learner personas as fictional representations of target audience segments based on demographics, goals, motivations, challenges, and preferred learning styles. Explain how to gather data through surveys, interviews, and analytics. Introduce SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) and Bloom's Taxonomy to craft clear, action-oriented learning objectives that guide instructional decisions.
• Draft module-level learning outcomes that align with defined objectives: Differentiate between learning objectives (intended instructional targets) and learning outcomes (observable learner performances). Describe characteristics of effective outcomes: learner-centered, measurable, focused on performance or behavior. Demonstrate alignment by mapping each objective to corresponding outcomes, ensuring that every stated objective produces a tangible outcome at the module level.

Examples:

• Curriculum Redesign for Online Workshop (An instructional designer team is tasked with converting a face-to-face workshop into a fully online format.):
  1. Conduct Analysis: survey learners to identify prior knowledge and technology access.
  2. Design: outline module structure, select multimedia and interaction strategies.
  3. Develop: create videos, quizzes, and discussion prompts based on design plan.
  4. Implement: launch pilot session with a small learner group to test delivery platform.
  5. Evaluate: collect feedback and performance data to refine content and delivery.
  Concepts: ADDIE model, Phase planning, Evaluation metrics
• Onboarding Training for Sales Team (An organization needs a standardized training program for new sales representatives across regions.):
  1. Gather data: interview current sales reps and managers to identify key skills and challenges.
  2. Create Persona: define a representative profile (e.g., "Global Greg," a new hire with limited product knowledge but strong interpersonal skills).
  3. Draft Objectives: use SMART criteria to set objectives such as “Demonstrate product features in a simulated sale scenario.”
  4. Map Outcomes: align each objective with measurable outcomes like customer role-plays scored against a rubric.
  Concepts: Learner persona, SMART objectives, Bloom's taxonomy

Visuals:

• ADDIE Model Overview (flowchart):
  • The flowchart illustrates the ADDIE instructional design cycle, a structured framework for creating effective training and learning programs.
  • It begins with a ‘Needs Assessment’ (Analysis phase), where goals, audience characteristics, and performance gaps are identified.
  • The Analysis phase feeds into the Design phase, guided by ‘Storyboards’ that outline the learning objectives, content structure, and assessment strategies.
  • Next is the Development phase, where actual ‘Materials’—such as manuals, e-learning modules, or videos—are produced based on the approved design.
  • In the Implementation phase, these materials are delivered through ‘Training Delivery’ methods like workshops, online courses, or blended learning sessions.
  • The Evaluation phase follows, using ‘Performance Data’ to assess effectiveness, learner satisfaction, and knowledge transfer.
  • Finally, the Evaluation results loop back to the Analysis phase, ensuring continuous improvement by re-examining needs and refining the program in an iterative cycle.
  
  
• Learner Persona Template (template):
  • The graphic, titled “Learner Persona Template,” centers on Emily the Educator as its star learner persona.
  • In the demographics section, we meet a 40-year-old female high school teacher from Nashville, TN, holding a Master’s degree.
  • Her background snapshot paints Emily balancing lesson plans and lively classroom discussions while she searches for fresh strategies to boost engagement.
  • Under goals and motivations, she aims to develop new teaching strategies, enhance student engagement, and advance her career in education.
  • Her main pain points include a limited window for professional development and the constant challenge of keeping up with educational technology.
  • The environmental context highlights a busy public school setting, a tight schedule during the school year, and a strong emphasis on collaboration with colleagues.
  • When it comes to learning, Emily prefers a mix of videos, readings, discussions, and hands-on simulations to keep things dynamic and practical.
  • Her communication style reveals a preference for detailed feedback, and her motto sums it up nicely: “I look for practical, easy-to-implement solutions that can directly benefit my students.”
  
  
• Objective-Outcome Alignment Matrix (infographic):
  • The infographic presents an Objective–Outcome Alignment Matrix with three clear columns labeled Learning Objective, Module Outcome, and Assessment Methods.
  • Under Learning Objective, it lists teaching goals like explaining the ADDIE model, identifying learner personas, and drafting module-level outcomes aligned with SMART criteria and Bloom’s taxonomy.
  • In the Module Outcome column, each goal becomes an action: participants will outline ADDIE’s phases, create at least one learner persona, and write precise module-level outcomes.
  • The Assessment Methods column ties it all together, featuring a quiz on ADDIE, a rubric-based persona creation activity, and a peer review session to evaluate alignment with SMART and Bloom’s principles.
  
  

Summary:

• Use the ADDIE model phases to structure and document each step of instructional design.
• Develop detailed learner personas to inform content relevance and engagement strategies.
• Apply SMART criteria and Bloom’s Taxonomy when writing clear learning objectives.
• Ensure every module-level outcome directly aligns with its corresponding objective.

Exam Preparation:

• Prerequisites: Module 1: Foundations of E-Learning
• Activity: Review the ADDIE model documentation and create a comparison table (20 minutes)
• Activity: Draft one learner persona based on a target audience scenario (30 minutes)
• Activity: Write three module-level outcomes aligned to given objectives (30 minutes)

Storyboard:

Storyboard


Step	Learning Objective	In-Class Activity	Online Activity	Materials/Media	Assessment/Check	Notes
1: Pre-Work and Orientation	Familiarize participants with module scope and ADDIE basics	Welcome participants, discuss pre-work video reflections, outline module objectives and prerequisites	Watch two ADDIE model videos, review ADDIE Model Overview flowchart, submit reflections on framework applications	YouTube videos on ADDIE, ADDIE Model Overview flowchart PDF	Reflection submission in LMS before class; verbal check during in-class Q&A	Ensure pre-work is completed 24 hours before session; send reminder email with links
2: Understanding Instructional Design Frameworks	Explain the ADDIE model and compare it with SAM and Dick & Carey frameworks	Interactive lecture using flowchart, group discussion to chart pros/cons of each model	Discussion board post comparing strengths and iterative processes of SAM vs. Dick & Carey	Slides with ADDIE/SAM/Dick & Carey summaries, ADDIE flowchart handout	In-class polling quiz on framework phases; instructor review of discussion board entries	Use breakout rooms for small-group analysis; project handout templates digitally
3: Developing Learner Personas	Identify learner personas and articulate learner goals, motivations, and challenges	Persona workshop: teams use the provided template to create a detailed learner persona	Upload completed persona template to LMS for peer feedback	Learner Persona Template visual, sample persona for reference	Completed persona template; peer feedback comments logged in LMS	Encourage realistic demographic and motivational details; allocate 15 minutes per group
4: Crafting Learning Objectives	Apply SMART criteria and Bloom’s Taxonomy to write clear, measurable learning objectives	Group exercise converting vague objectives into SMART, Bloom-aligned objectives	Micro-challenge: individually refine a given vague objective in LMS and submit	SMART criteria handout, Bloom’s Taxonomy chart	Submission of refined objectives; instructor provides formative feedback	Provide example transformations; use a shared document for collaborative editing
5: Drafting Module-Level Outcomes and Alignment	Draft module-level outcomes that align directly with learning objectives	Use Objective–Outcome Alignment Matrix infographic in groups to map objectives to outcomes and assessments	Peer review each other’s alignment matrix using a rubric in LMS	Objective-Outcome Alignment Matrix infographic, peer review rubric	Completed alignment matrices; peer review scores and comments	Highlight measurability and performance focus; circulate matrix templates electronically
6: Wrap-Up, Reflection, and Exam Preparation	Reflect on instructional design principles and prepare for summative assessment	Group reflection discussion, Q&A on key takeaways, preview of next module	Complete exam preparation activities: comparison table, persona draft, outcome alignment exercises	Summary slide deck, exam prep checklist, summary items list	Short quiz on module objectives; submission of exam prep tasks in LMS	Remind participants of prerequisites for next module; send follow-up email with resources

Introduction:

This module introduces essential technology tools for e-learning, including learning management systems, content authoring software, and multimedia best practices. Participants will gain hands-on experience and practical guidance to design engaging online learning.

E-Learning Technology Tools Tutorial | Learning Management Systems, Content Authoring, Multimedia Best Practices

Diane Elkins, president of Artisan eLearning, hosted a session discussing popular eLearning authoring tools, sharing insights from her extensive experience since 2003. The session focused on comparing tools like Articulate Studio, Articulate Storyline, Adobe Captivate, and Lectora Publisher based on criteria such as price, ease of use, graphics capability, interactivity, and mobile compatibility. Diane emphasized the importance of choosing the right tool based on specific needs rather than personal preferences. She also highlighted the strengths and weaknesses of each tool, particularly in areas like accessibility and software simulations. The session concluded with a Q&A, addressing audience questions about tool functionalities and best practices.

Content:

• Survey popular LMS platforms and their core features: Define Learning Management System (LMS) and outline its role in e-learning. Highlight popular platforms such as Moodle, Canvas, Blackboard, and Google Classroom. Discuss core features including user management, content delivery, assessment tools, analytics, integration capabilities, and cost models. Key points: feature comparison, usability considerations, support and community resources.
• Demonstrate use of content authoring tools like video editors and authoring software: Introduce the concept of content authoring tools and their purpose in creating multimedia learning materials. Provide examples such as Camtasia, Adobe Captivate, Articulate Storyline, and open-source editors like OpenShot. Explain essential features: timeline editing, transitions, audio enhancements, templates, quizzes, and branching scenarios. Key points: interface navigation, basic workflow from import to export, output formats and publishing options.
• Explore multimedia best practices for audio, video, and interactivity: Define multimedia best practices to ensure quality and accessibility. Audio best practices: clear narration, noise reduction, consistent volume levels. Video best practices: proper lighting, framing, resolution settings, and file optimization. Interactivity best practices: embedding quizzes, hotspots, branching, and user feedback elements. Key points: accessibility considerations (captions, transcripts), file size management, engagement strategies to enhance learner experience.

Examples:

• Selecting an LMS for a University Course (A university instructional designer evaluates different LMS platforms to support a new online course.):
  1. Define course requirements including user roles, content types, and assessment needs.
  2. Gather information on popular LMS platforms and their core features.
  3. Compare platforms based on key factors such as integration capabilities, analytics, and cost.
  4. Conduct usability testing with a small group of instructors and students.
  5. Select the LMS that best meets the course objectives and institutional constraints.
  Concepts: User Management, Content Delivery, Assessment Tools, Integration, Cost Models
• Creating an Interactive Video with Articulate Storyline (An instructional designer produces a microlearning video module incorporating interactive assessments using Articulate Storyline.):
  1. Sketch a storyboard outlining the video flow and interaction points.
  2. Import video and audio assets into the authoring tool timeline.
  3. Add branching scenarios and embed quiz questions at key points.
  4. Configure feedback and navigation settings for user responses.
  5. Publish the module in desired output formats and test on LMS.
  Concepts: Timeline Editing, Branching Scenarios, Quizzes, Output Formats

Visuals:

• LMS Feature Comparison Matrix (infographic):
  • The infographic titled “LMS Feature Comparison Matrix” lines up four heavy hitters—Moodle, Canvas, Blackboard, and Google Classroom—against six must-have LMS dimensions: User Management, Content Delivery, Assessment Tools, Analytics, Integration, and Cost.
  • Each platform flexes a full set of checkmarks, illustrating that all four systems deliver on those core capabilities, from streamlining user roles and uploading course materials to scoring quizzes and crunching learning data.
  • By showing every box ticked for every player, the visual underscores that feature parity reigns supreme in today’s LMS landscape—no vendor gets sidelined when it comes to the fundamental toolkit.
  • With functional differences off the table, the graphic hints that your final choice will hinge on those subtler slices of pie: interface design, customer support, pricing tiers, extra plug-ins or add-ons, and your institution’s comfort level.
  • The bottom line? Since Moodle, Canvas, Blackboard, and Google Classroom all cover the same essentials, it’s the secondary factors—budget, ease of use, and ecosystem fit—that will probably tip the scale.
  
  
• Content Creation Workflow (flowchart):
  • The chart depicts a structured content creation workflow, moving through five main stages from initial planning to final publication.
  • 1. Plan & Storyboard: Define clear objectives, identify core messages, and sketch a basic layout or outline for the content.
  • 2. Tool Selection: Choose the right software, distribution platforms, and equipment needed to develop and deliver the planned content.
  • 3. Content Development: Produce the actual content by creating text, designing graphics, integrating media, and assembling all elements together.
  • 4. Review & Edit: Evaluate the draft for accuracy, clarity, and stylistic consistency, then apply revisions and refinements.
  • Feedback Loop: If edits uncover issues, the process loops back from Review & Edit to Content Development for further adjustments before proceeding.
  • 5. Publish: After finalizing, the content is prepared for distribution—completing the workflow with both finalization steps and distribution activities.
  
  
• Multimedia Best Practices Checklist (template):
  • The infographic kicks off with “Audio Guidelines,” marked by a microphone icon, emphasizing the need for noise reduction and maintaining consistent audio levels to ensure clear, professional sound quality.
  • Next up is “Video Guidelines,” illustrated with a video camera icon, outlining best practices for selecting the right resolution, thoughtful framing, and proper lighting to make your visuals pop.
  • Finally, the “Interactivity Elements” section, tagged with question marks and arrows, highlights engaging features like quizzes, captions, and branching scenarios to keep your audience involved and attentive.
  
  

Summary:

• Compare LMS platforms by mapping their core features to specific instructional goals.
• Experiment with at least one video editor and one authoring tool to create sample content.
• Apply audio and video best practices to produce clear, accessible multimedia materials.
• Incorporate interactive elements such as quizzes or branching to enhance learner engagement.

Exam Preparation:

• Review Module 2 on instructional design principles (15 minutes).
• Read comparison article on Moodle vs. Canvas vs. Blackboard (20 minutes).
• Practice creating a short video clip using a chosen editor (30 minutes).
• Draft an interactive quiz or branching scenario in an authoring tool (25 minutes).

Storyboard:

Storyboard


Step	Learning Objective	In-Class Activity	Online Activity	Materials/Media	Assessment/Check	Notes
Pre-Class	Provide foundational familiarization with e-learning tools and module context	None (asynchronous)	Watch the tutorial video “E-Learning Technology Tools Tutorial,” review the LMS Feature Comparison Matrix infographic, read the Moodle vs. Canvas vs. Blackboard article, and post three key takeaways plus two questions in the discussion forum.	YouTube video link; LMS Feature Comparison Matrix infographic; comparison article link; discussion forum	Forum post summarizing three insights and two questions	Learners should complete at least 48 hours before class; instructor reviews forum for common questions
1. LMS Survey	Survey popular LMS platforms and their core features	Mini-lecture on LMS definitions, roles, and core features (20 min) followed by group activity to fill a blank feature comparison matrix for an assigned platform pair (15 min)	Contribute to a shared Google Sheet comparing features of two additional LMS platforms	Lecture slides; blank LMS Feature Comparison Matrix template; projector; Google Sheet link	Completed group matrix and contributions in shared sheet; brief group presentation	Use the infographic to guide discussion; assign groups different platform pairs
2. Content Authoring Tools	Demonstrate use of content authoring tools like video editors and authoring software	Live demo of Camtasia and Articulate Storyline basics, then hands-on breakout to import assets, apply a transition, and export a 10-15 second clip	Upload a 30-second sample clip to the LMS media gallery with a brief description of the tool and steps followed	Demo assets (video/audio files); computers with Camtasia and Articulate Storyline; Content Creation Workflow flowchart	Uploaded clip meets basic editing criteria verified by self-evaluation checklist	Encourage exploration of open-source alternatives like OpenShot; take screenshots for reflection
3. Multimedia Best Practices	Explore multimedia best practices for audio, video, and interactivity	In pairs, critique provided media clips for best-practice violations, then record a 10-second narration applying audio guidelines	Submit the recorded narration and a 100-word reflection on one best practice applied via the LMS assignment	Multimedia Best Practices Checklist template; sample audio/video clips; microphones	Completed critique worksheet; narration file and reflection submission	Highlight accessibility features such as captions and transcripts
4. Synthesis & Feedback	Integrate tools and best practices to design engaging multimedia content	Participants present their clips or narrations; peers provide feedback using a rubric; instructor summarizes key takeaways	Submit a 200-300 word reflective summary listing two LMS comparisons, authoring tool experience, and selected best practices	Peer feedback rubric; reflection prompt document; projector	Peer feedback quality assessed by rubric scores; reflection submission	Reinforce summative assessment goal: hands-on micro-learning video demonstration
Post-Class	Prepare for module assessments and reinforce learning	Optional office hours Q&A session	Complete exam preparation tasks: review Module 2 content, re-read comparison article, practice another short video, and draft an interactive quiz in an authoring tool	Exam preparation checklist; Module 2 content link; reading link; LMS sandbox	Completion log of exam prep checklist; optional draft quiz submission for feedback	Encourage learners to set internal deadlines and self-pace their exam prep

Introduction:

This module equips educators and instructional designers with practical strategies to design assessments and foster engagement in online courses. It covers the creation of formative and summative assessments, the implementation of interactive activities, and the application of motivation techniques.

Online Course Assessment Strategies and Engagement Techniques for Educators - Video 1

The text provides ten strategies to enhance student engagement in the classroom. These include incorporating varied teaching methods like hands-on activities, videos, and music to cater to different learning styles. It suggests using callbacks and physical signals for classroom management, making content relatable through pop culture, and integrating gamification elements. Additionally, it emphasizes the importance of student choice, collaboration, frequent assessments, and brain breaks to maintain focus and motivation. Lastly, it encourages the use of interactive teaching tools and technology to make learning more engaging.

Online Course Assessment Strategies and Engagement Techniques for Educators - Video 2

The session focused on innovative assessment strategies for asynchronous online classrooms, led by Desire Cwell. Participants were introduced to various strategies such as choice boards, roleplay scenarios, peer and self-assessment, video abstracts, interactive presentations, teaching guides, brochures, and case studies. Desire emphasized the importance of making assessments intentional, collaborative, and authentic, while also offering students autonomy in how they demonstrate their learning. The session included practical examples and resources, encouraging participants to adapt these strategies to their own teaching contexts. Attendees were also invited to share their insights and questions, fostering an interactive and collaborative learning environment.

Content:

• Design formative and summative assessments suitable for online courses: Formative assessments are low-stakes checks during learning that provide ongoing feedback (e.g., quizzes, polls), while summative assessments evaluate learner mastery at the end of instruction (e.g., final projects, exams). Key points include aligning assessments with learning objectives, creating clear rubrics, selecting appropriate digital tools, and ensuring accessibility.
• Implement engagement activities such as discussion forums, quizzes, and peer reviews: Engagement activities foster active participation and a sense of community. Discussion forums enable asynchronous dialogue moderated by instructors, quizzes reinforce content through retrieval practice, and peer reviews encourage critical thinking and collaboration. Best practices include setting clear guidelines, designing meaningful prompts, choosing suitable platforms, and monitoring interactions regularly.
• Apply motivation strategies to boost learner interaction: Motivation strategies enhance learner drive and persistence. Intrinsic motivators include autonomy, mastery, and purpose, while extrinsic motivators involve badges, leaderboards, and tangible rewards. Techniques such as gamification, personalized feedback, goal setting, and community-building help sustain engagement and encourage active participation.

Examples:

• Formative Quiz in an LMS (An instructor uses the LMS quiz feature to conduct weekly knowledge checks.):
  1. Define a set of formative questions aligned with the week’s learning objectives.
  2. Configure the LMS quiz to provide immediate, targeted feedback for each response.
  3. Schedule the quiz to open at the end of the module and set completion criteria.
  4. Analyze quiz results to identify common misconceptions and address them in subsequent lessons.
  Concepts: Formative Assessment, Immediate Feedback, Digital Quiz Tools
• Moderating a Discussion Forum (A course facilitator sets up a forum for learners to discuss a case study.):
  1. Create a discussion prompt that encourages critical reflection on the case study.
  2. Establish participation guidelines and a clear grading rubric.
  3. Monitor posts daily, pose follow-up questions, and highlight exemplary contributions.
  4. Summarize key discussion themes at the end of the week to reinforce learning.
  Concepts: Engagement Activity, Asynchronous Discussion, Peer Interaction
• Gamified Peer Review Session (Learners review each other’s draft assignments in a structured, game-like environment.):
  1. Assign learners to peer review groups and provide a clear rubric.
  2. Implement a point system and award badges for timely, high-quality feedback.
  3. Display a leaderboard to foster healthy competition and recognize top contributors.
  4. Collect survey feedback to refine the peer review process for future iterations.
  Concepts: Motivation Strategy, Peer Review, Gamification

Visuals:

• Assessment Workflow (flowchart):
  • The flowchart outlines an iterative assessment process that begins with defining the learning objectives, which specify the knowledge and skills students should acquire.
  • Based on those objectives, appropriate assessment types are chosen—for example, quizzes, projects, or presentations—and assessment formats are decided (e.g., multiple choice, essay, or practical tasks).
  • For each assessment type, clear evaluation criteria are developed to ensure fair and consistent grading, and these criteria are formalized into a detailed rubric outlining performance levels, assessment dimensions, and instructor expectations.
  • The rubric is deployed via a Learning Management System (LMS), which ensures accessibility for all students and serves as the platform for delivering assessments.
  • As students complete their assignments, the LMS collects data on submissions, scores, completion rates, and time-on-task.
  • Collected student data feeds into an analysis phase, where trends and patterns are identified to understand overall class performance and pinpoint areas needing attention.
  • Analysis results generate targeted feedback highlighting individual and group strengths, weaknesses, and specific areas for growth.
  • Feedback drives an improvement cycle in which teaching methods, assessment design, and support resources are adjusted to better align with learning objectives and address identified gaps.
  • This improvement cycle loops back to update and refine the original learning objectives, ensuring continuous enhancement of teaching and assessment effectiveness.
  
  
• Engagement Strategy Timeline (timeline):
  • This timeline outlines a week-by-week engagement strategy designed to build participation, knowledge sharing, and collaboration in a learning or community setting.
  • Week 1: Participants begin with an icebreaker discussion forum, fostering introductions, community bonding, and initial engagement.
  • Week 2: A short knowledge quiz follows, helping learners assess understanding of key concepts and reinforcing earlier discussions.
  • Week 3: Participants complete a peer review assignment, giving and receiving feedback to deepen insights and encourage critical thinking.
  • Week 4: A collaborative group project engages teams in applying knowledge through joint problem solving and shared responsibilities.
  • Ongoing: Weekly reflection posts run alongside the main activities to encourage participants to consolidate learning, track progress, and maintain continuous engagement.
  
  
• Motivation Strategies Venn (Venn diagram):
  • The diagram divides motivation strategies into two main categories—Intrinsic Motivators (internal drives) and Extrinsic Motivators (external incentives)—and shows where they overlap.
  • Intrinsic-only strategies (5 examples): enjoying the work itself, pursuing personal growth, exercising autonomy, satisfying curiosity, and striving for mastery or skill development.
  • Extrinsic-only strategies (5 examples): receiving pay raises or bonuses, earning promotions or certificates, winning competitions or awards, meeting external deadlines, and gaining public recognition.
  • Overlap strategies (2 examples): setting clear goals (fuels both personal satisfaction and meets external benchmarks) and seeking regular feedback (supports internal improvement and provides external evaluation).
  
  
• Discussion Forum Template (template):
  • The infographic showcases a 'Discussion Forum Template' designed to guide instructors and moderators through creating a vibrant online learning space.
  • It opens with the 'Topic Prompt,' setting the stage by outlining the central question or challenge that sparks student discussion and inquiry.
  • Next, 'Context & Learning Objectives' explain why the topic matters, detailing what participants should learn and how the discussion ties into broader course goals.
  • The 'Participation Guidelines' section clearly spells out expectations—how often to post, how to engage respectfully, and what counts as a meaningful contribution.
  • 'Grading Instructions' then walk through the scoring criteria, ensuring both students and instructors understand the rubric used to evaluate forum engagement.
  • A handy 'Timeline & Deadlines' offers a visual roadmap of posting windows and reply due dates, helping everyone stay on track.
  • 'Moderator Notes & Facilitation Tips' provide behind-the-scenes advice—from nudging quieter students to managing heated debates—so the conversation stays lively and on point.
  • Curated 'Resources & Readings' point learners to relevant articles, videos, or websites, enriching the dialogue with background material.
  • Finally, a 'Reflection Prompt' invites participants to pause and synthesize their learning, encouraging them to consider how their insights might apply beyond the discussion board.
  
  

Summary:

• Align each assessment with specific learning objectives and clear rubric criteria.
• Use LMS features to deliver timely feedback on formative assessments.
• Structure discussion forums with clear prompts, guidelines, and active moderation.
• Incorporate gamification elements such as badges and leaderboards to motivate learners.
• Apply personalized and community-building strategies to maintain high engagement.

Exam Preparation:

• Prerequisites: Module 3: Technology Tools for E-Learning
• Activity: Develop a formative quiz aligned to a chosen learning objective (30 minutes)
• Activity: Set up and test a discussion forum template in the LMS (20 minutes)
• Activity: Plan a gamified peer review session with scoring and rewards (25 minutes)

Storyboard:

Storyboard


Step	Learning Objective	In-Class Activity	Online Activity	Materials/Media	Assessment/Check	Notes
1 - Introduction and Overview	Introduce module objectives and structure	Instructor presents module overview and objectives; participants discuss expectations and prerequisites	Watch provided YouTube videos and post a summary of key takeaways in the discussion board	Presentation slides; YouTube videos (Online Course Assessment Strategies and Engagement Techniques for Educators - Video 1 & 2); module overview document	Review of discussion board posts for summary accuracy and completeness	Encourage participants to reference Module 3 as prerequisite; provide deadlines for online posts
2 - Designing Formative and Summative Assessments	Design formative and summative assessments suitable for online courses	Analyze the Assessment Workflow flowchart; group exercise to align learning objectives with assessment types and draft rubrics	Complete an online worksheet to map specific objectives to assessment formats and create digital rubrics in the LMS	Assessment Workflow flowchart visual; LMS quiz and rubric tool; formative quiz example guide	Submission of completed worksheet and sample rubric for instructor feedback	Use the flowchart to guide iterative design; ensure rubrics include clear performance levels
3 - Implementing Engagement Activities	Implement engagement activities such as discussion forums, quizzes, and peer reviews	Review Discussion Forum Template; design a forum prompt and participation guidelines in breakout groups	Set up the designed forum in the LMS and initiate an initial discussion thread as a facilitator	Discussion Forum Template infographic; LMS discussion board tool; Moderating a Discussion Forum example	Provide a screenshot of the live forum setup and initial post with guidelines	Highlight clear deadlines and moderation strategies; remind participants to use rubric
4 - Applying Motivation Strategies	Apply motivation strategies to boost learner interaction	Collaborative Venn diagram exercise categorizing intrinsic and extrinsic motivators; ideation of gamification elements	Develop and submit a gamified peer review plan incorporating badges and leaderboards	Motivation Strategies Venn diagram visual; Gamified Peer Review Session example; leaderboard template	Peer review of submitted gamification plans; instructor rubric scoring	Encourage creative application of both intrinsic and extrinsic motivators; share exemplary plans
5 - Integrated Design Workshop	Integrate assessment, engagement, and motivation strategies into a mini-module	Hands-on workshop: in pairs, design a 1-week online learning segment with a quiz, forum activity, and motivation elements	Refine workshop deliverable based on peer feedback in shared online document	Worksheet for mini-module design; LMS peer review tool; Engagement Strategy Timeline visual	Submission of final mini-module plan in LMS; peer feedback completion log	Time-managed activity; instruct pairs to align with summary best practices
6 - Wrap-up and Reflection	Summarize best practices and prepare for module assessment tasks	Group presentations of mini-module plans; final Q&A session	Complete summary quiz and reflect on key takeaways in the discussion board using summary items	Summary slides; summary item list; LMS quiz feature; exam preparation checklist	Quiz results and reflective posts assessed for comprehension and readiness	Remind participants of exam preparation tasks and deadlines; highlight support resources